A guide for our address the Degree of Quality of each. Planning - - PowerPoint PPT Presentation

to support APPR – 60% NYSUT rubric aligns with NYS Teaching Standards

http://www.nysut.org/files/NYSUT_Teacher_Practice_Rubrics.pdf A sampling of evidence for each standard can be found on the slides that follow. Not all suggestions listed apply to every area, grade level or educational setting and they do not address the “Degree of Quality” of each.

Planning Performance Professionalism Self-Reflection Growth A guide for our

21st Century Skills

http://www.nysut.org/files/21st_Century_Skills_Handout.pdf

• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

Cognitive Engagement

Teachers

• Express high expectations
• Use a variety of space, student and room

arrangement

• Do continual assessment and feedback
• Seek evidence of participation and flow
• Use a variety of interaction modes

Students

• Know they are successful in tasks
• Make authentic choices and regulate own learning
• Are immersed in a task
• Actively discover and observe
• Are mindful

Priorities of the NYSUT Rubric

Using the approaches above … The learning and discovering is mainly done by the learner. Activities are best when student driven.

Constructivist Learning

http://www.nysut.org/files/21st_Century_Skills_Handout.pdf

• Is student centered
• Allows the learner to practice applying knowledge from previous experience
• Is an interactive process motivated by creation of disequilibrium for the learner
• Allows the teacher to be the facilitator of learning
• Helps students with group acquisition of knowledge and creates contextual learning

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NYS Teaching Standards

• 1. Knowledge of Students & Student Learning
• 2. Knowledge of Content & Instructional Planning
• 3. Instructional Practice
• 4. Learning Environment
• 5. Assessment for Student Learning
• 6. Professional Responsibilities & Collaboration
• 7. Professional Growth

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Standard I. Knowledge of Students and Students Learning

Element I.1 (Knowledge of child and adolescent development – including students’ cognitive, language, social,

emotional and physical development needs)

• Lesson plans differentiated for ALL students
• Grouping of students: ability, needs, interests, etc.
• Apply principles of professional articles to practices to help to create a successful

learning environment for students with various abilities and needs

• Allow for choice “Do Nows” and homework based on different learning styles

Element I.2 (Current research-based knowledge of learning and language acquisition theories and processes)

• Word walls become interactive and easily accessible
• Create content specific glossaries
• Improve professional practices by applying research from articles

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Standard I. Knowledge of Students and Students Learning (continued)

Element I.3 (Knowledge of and responsive to diverse learning needs, strengths, interests, and experiences of all students)

• Plan and incorporate time for cooperative group work and purposeful learning
• Adapt materials to convey information in multiple ways (visual, eBoard, Smartboard,

Ipad, etc.)

• Offer student opportunities to articulate connection of learning to life experiences
• Utilize (in a demonstrable way) a student information survey or “learning style”

inventory in the beginning of the year to drive instruction

• Allow students to choose activities and homework that reflects

a personal learning style “strength”

Element I.4 (Acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance

student learning)

• Acquire and utilize information about students from caregivers and meetings using

different modalities (phone calls, letters home, email) and plan instruction based on information gleaned 4

Standard I. Knowledge of Students and Students Learning (continued)

Element I.5 (Demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and

community factors that influence their students’ learning)

• Use school calendar when planning lessons to avoid roadblocks to successful learning

experiences

• Form a partnership with the PTA/SEPTA
• Participate in ongoing discussions with Pupil Personnel Staff (PPS) to identify students

in need to help create a successful learning environment

Element I.6 (Demonstrate knowledge and understanding of technological/information literacy and how they affect student

learning)

• Utilize the available technology in order to help the students become

effective users of digital tools, ideas and information

• Create research activities that include multiple, reliable sources of

information including district endorsed databases

• Develop students ability to detect and evaluate media bias and

thereby become more critical media consumers looking at elements

• f reporting, influences on the media, journalistic ethics and how

the media has changed 5

Standard II. Knowledge of Content and Instructional Practice

Element II.1 (Demonstrate knowledge of the content they teach, including relationships among central concepts, tools of

inquiry, structures and current developments within their discipline(s).

• Follow the essential elements of a lesson as expected by the district

(Focus and Review, Objective, Guided Practice, Independent Practice, Closure)

• Create interdisciplinary lessons with teachers out of your content area that are student

driven and research based

• Discuss and implement content related pedagogy at department meetings, collegial

circles or during professional periods to drive instruction and improve practices

• Demonstrate standards based knowledge (learning, content, common core) while

planning and implementing lessons, projects and activities

Element II.2 (Understand how to connect concepts across disciplines and engage learners in critical and innovative thinking

and collaborative problem-solving related real world contexts)

• Use Blooms Taxonomy (higher level), 21st Century Skills and Cognitive Engagement

information (see slide 2) when creating “Do Nows”, questions, projects and activities

• Incorporate opportunities for collaborative opportunities that allow students to make

connections to learning while applying skills, techniques, formulas, etc. previously introduced

• Create lessons that connect to real world issues and other disciplines
• Models and encourages use of interpersonal skills

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Standard II. Knowledge of Content and Instructional Practice (continued)

Element II.3 (Use a broad range of instructional strategies to make subject matter accessible)

• Vary teaching techniques and modalities of information dissemination
• Increase student interest and engagement by creating different types of lessons

(hands on, purposeful pairing/grouping, choice assignments)

• Use closure activities to have students relate the lesson to their personal experience
• Promotes and facilitates student self-directed learning opportunities

Element II.4 (Establish goals and expectations for all students that align with learning standards and allow for multiple

pathways to achievement)

• Articulate expectations of learning outcomes while presenting information (use of

rubric, self assessment sheet, checklist)

• Create, plan and implement lessons that provide opportunities to achieve learning

goals and include 21st Century Skills

• Create problem-based learning activities to introduce new units and allow students

to work together to find a solution (discovery learning) 7

Standard II. Knowledge of Content and Instructional Practice (continued)

Element II.5 (Design relevant instruction that connects students’ prior understanding and experiences to new knowledge)

• Identify and anticipate student misconceptions and construct learning experiences to

address them via lesson design and implementation

• Include formal and informal assessment of learning and understanding
• Craft introduction activities that demonstrate students’ prior knowledge or connections

to other disciplines or personal experiences

• Design closure activities that provide data to help drive subsequent instruction

Element II.6 (Evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting

learning goals)

• Organize and effectively use time and physical space to achieve learning goals
• Utilize a class blog/electronic discussion to create an environment to share appropriate

resources

• Continually update list of teacher approved websites for students to use to supplement

class learning 8

Standard III. Instructional Practice

Element III.1 (Use research based practices and evidence of student learning to provide developmentally appropriate and

standards-driven instruction that motivates and engages student learning)

• Application and explanation of research on instructional practices

(http://www.stanford.edu/group/cubberley/research_guides , http://ncrtl.msu.edu/ , http://www.teacherresearch.net/ , http://www.teach-nology.com/directory/ )

• Incorporate student synthesis of content activities – ie. create fishbowl, seminar

questions, modeling, Socratic method, Turn n Talk, persuasion and debate

Element III.2 (Communicate clearly and accurately with students to maximize their understanding and learning)

• Directions on labs, worksheets meet students individual needs and posted in room when

applicable

• Utilization of whole class introductory and summary activities (Do Now or warm up) for

students to think and demonstrate reasoning

• Write open-ended (stem) questions to ask in the lesson or use the Socratic style of

questioning using multiple modalities

• Directions are clearly articulated and anticipate possible student

misunderstanding

• Teacher encourages a risk taking environment and

facilitates academic conversation amongst students 9

Standard III. Instructional Practice (continued)

Element III.3 (Set high expectations and create challenging learning experiences for students)

• Articulation of expectations for any given assignment
• Incorporate rubrics for a variety of assignments
• Utilization of exemplar models

Element III.4 (Explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning

needs, engage students and promote achievement)

• Incorporate higher level cognitive activities in lessons (21st Century skills, problem

solving, collaboration- see slide 2)

• Differentiate learning activities that encourage and motivate students to be actively

engaged in the lesson

• Include use of multiple learning aids when appropriate (visual, auditory, tactile, etc.)
• Questioning and discussion techniques/strategies are varied and evident
• Create lessons that meet the needs of a diverse learning population

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Standard III. Instructional Practice

(continued)

Element III.5 (Engage students in the development on multi-disciplinary skills, such as communication, collaboration,

critical thinking and use of technology)

• Include cooperative learning activities such as jigsaw projects, carousels
• Design instruction to promote shared responsibility for information acquisition and

dissemination

• Create opportunities for students to empathize alternate points of view (debates)

Element III.6 (Monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs)

• Provide opportunities both written and oral to students to synthesize information, think

critically and problem solve (stop ‘n jot, journaling)

• Utilize exit passes, “Do Nows”, learning/response logs, journals to inform/drive

instruction

• Feedback should be constructive, timely and frequent to advance student learning
• Use informal notes, checklists, conferring notes to adapt instruction to meet students

needs http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html 11

Standard IV. Learning Environment

Element IV.1 (Create a mutually respectful, safe, and supportive learning environment inclusive of every student)

• Create a safe learning environment where students feel accepted and free to take

learning risks http://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

• Design a learning environment that fosters mutual respect/caring for peers and adults
• Post, discuss, model, implement classroom rules including politeness and respect

(include on eBoard/teacher website)

• Create cooperative activities to promote respectful diverse and supportive learning

environments

Element IV.2 (Create an intellectually challenging and stimulating learning environment)

• Teacher conveys enthusiasm and high expectation for learning

(hook, tone and intonation)

• Teacher promotes a sense of independence in the students

(Ask 3 before me)

• Build and encourage problem solving independence
• Utilize self assessment tools to promotes students pride in student

work and accomplishments 12

Standard IV. Learning Environment (continued)

Element IV.3 (Manage the learning environment for the effective operation of the classroom)

• Establish classroom management strategies to promote an environment that allows

students to seamlessly work independently/collaboratively

• Purposefully group students to promote independent and collaborative outcomes
• Incorporate procedures to maximize student time on task ensuring efficient use of

resources, transitions, and physical space

• Ensure that classroom rules are followed and implemented
• Actively monitor student engagement and participation levels

Element IV.4 (Organize and utilize available resources to create a safe and productive learning environments)

• Prearrange physical space and instructional resources to the extent possible
• Model expectations of behaviors and have visual reminders (posters, bulletin boards,

pictures etc.)

• Utilize IEPs, 504s, meeting with parents to determine preferential seating and student

accommodations

• Available resources , time and technologies are accessible to students that allow

students to assume responsibility 13

Standard V. Assessment and

Student Learning

Element V.1 (Design, select, and use a range of assessment tools and processes to measure and document student learning

and growth)

• Use both formative and informal assessments (http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html)
• Plan for summative assessments (State mandated assessments, tests/quizzes/labs)
• Utilize informal anecdotal notes to assess learning and plan future lessons
• Use a variety of assessment types that are aligned to curriculum and instructional
• bjectives

differentiate instruction)

• Identify strengths and gaps in understanding based on data analysis
• Provide opportunities for students to monitor and assess their own learning
• Utilize informal anecdotal notes to plan differentiated instruction
• Revise lessons and activities to reflect results of assessments

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Standard V. Assessment and Student Learning (continued)

Element V.3 (Communicate information about various components of the assessment system)

• Discuss data analysis at department meetings and keep notes
• Allow time for student reflection and input of assessment used (tough questions, areas of

concern)

Element V.4 (Reflect upon and evaluate the effectiveness of their comprehensive assessment system to make adjustments

to it and plan instruction accordingly)

• Pre-plan when and how formative and summative assessments are going to be used,

review and adjust teaching as needed

• Plan time for alternative learning activities based on advanced content and

individual student interest (Compacting) http://www.gifted.uconn.edu/sem/pdf/Curriculum_Compacting.pdf

Element V.5 (Prepare students to understand the format and directions of assessments used and the criteria by which

the students will be evaluated)

• Provide rubrics and guidelines for reference of expectations
• Give student sample questions
• Create review sheets/activities that mirror types of assessments
• Provide students with test taking strategies

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Standard VI. Professional Responsibilities and Collaboration

Element VI.1 (Uphold professional standards of practice and policy as related to students’ rights and teachers’

responsibilities)

• Be self reflective on professional, ethical interactions and behaviors
• Take a pro-active approach for advocacy of students
• Model ethical use of information and informational technology
• Uses appropriate professional judgment in relation to social media and other

technologies

Element VI.2 (Engage and collaborate with colleagues and the community to develop and sustain a common culture

that supports high expectations for student learning)

• Embrace and promote district mission statement
• Participate in collegial sharing including sharing current research materials
• Join and contribute to school/district community organizations in support the

success of your students 16

Standard VI. Professional Responsibilities and Collaboration (continued)

Element VI.3 (Communicate and collaborate with families, guardians, and caregivers to enhance student development and

success)

• Forge a home/school connection for each student (behavior, grades, concerns etc.)
• Communicate and articulate course expectations and how success will be measured

(ie. grades, effort, participation etc. - syllabus)

Element VI.4 (Manage and perform non-instructional duties in accordance with school district guidelines or other

applicable expectations)

• Maintain accurate records (grade book, attendance, lesson plans)
• Manage your time and attendance
• Provides a learning environment that promotes student success (maintenance of

classroom, school resources , materials)

• Participates in school and district events

Element VI.5 (Understand and comply with relevant laws and policies as related to students’ rights and teachers’

responsibilities)

• Maintain confidentiality of students and safeguarding records
• Comply with BOE policies, district procedures and contractual obligations

(http://www.nyhen.org/laws.htm , http://nysteachs.org/info-topic/nys-laws.html)

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Standard VII. Professional Growth

Element VII.1 (Reflect on practice to improve instructional effectiveness and guide professional growth)

• Self reflect to highlight successes and monitor areas to strengthen
• Utilize evaluation vehicles to improve instructional practices
• Participate in informal collegial conversations that result in enhanced awareness of

your own professional practice

Element VII.2 (Set goals for and engage in ongoing professional development needed to continuously improve teaching

competencies)

• Seek out, attend, participate in professional development opportunities within

district as well as other venues outside the district 18

Standard VII. Professional Growth (continued)

Element VII.3 (Communicate and collaborate with students, colleagues, other professionals, and the community to

improve practice)

• Utilize information from study circles/push ins/team meetings or general

conversations with colleagues to help increase student success

• Participate in a listserv, blog, local/state professional organization to learn about

newest, latest, current ideas, strategies, trends

• Become a member of a Professional /Teacher Learning Community (SimpleK12)
• Engage in constructive feedback conversations
• Collaborate with peers to improve instructional practice
• Develop leadership capacity to improve professional practice

Element VII.4 (Remain current in knowledge of content and pedagogy by utilizing professional resources)

• Become a member of a professional organization(s)
• Continually read professional, research based articles, periodicals, journals, websites
• Make use of district resources offered at/through the Teacher Center
• Read and use professional literature
• Reflect. Plan. Incorporate. Facilitate. Collaborate. Organize. Grow. Succeed.

Repeat! 19

Document created as a collaborative effort by the following

MCTA APPR Committee Members and MCAA representatives

Liz Catz SMS Julia Conlon NCR Debbie Drespel SMS Natalie Fitterman NHS Kelly Fitzgerald BPS Beth Forrester Stage Nancy Houghton SMS Mary Karol speech Kelly Klein SS Chair Rebecca Kollar SMS LoriAnn Lennon SMS Amanda Mott NHS

Principal Lisa Contarino New Lane Director Dr. Mike Dantona Core Curriculum

Donna Noesi NCR Karen Palmerini Stage Carolyn Raynoya Jericho Joan Resca CHS Nadia Resnikoff DMS Kelly Rini NHS Joana Santos Stage Jeannine Smith NL Joanne Waters NCR Ed Weber NL Debra Wright Stage Laura Zavatto Stage

Principal Dr. Ted Fulton Newfield HS Principal Linda Peyser Dawnwood

We’re here to help. Please don’t hesitate to contact us with any questions, comments, concerns or clarification.

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